Sheltered Instruction for ELL

Lesson Plan Part 1

Tiffany Levine
Theme: Meal Planning & Nutrition
Subject Area 1: Health
Background: This is the beginning of a new unit for the class. We will be watching a film to
introduce the concept of the food pyramid, USDA guidelines, and healthy foods. We will
compare the foods we personally eat with the pyramid as a class after the film. Students will
work in pairs and groups to discuss why it is important to eat a variety of foods and build their
own pyramids using what theyve learned.
Grade Level: 2-3
Language Level: Speech Emergent
Relevant Standard (from ODE website): HE.03.HE.02 Choose a variety of foods to eat from
different food groups.

Preparation:
Content Objective:
Examine the Food Pyramid and learn the importance of variety and moderation.
Create a food pyramid according to the USDA guidelines.
Language Objective:
Label the 6 food groups on the Food Pyramid.
SW be able to express 2 foods for each level of the pyramid
Students will be able to define key vocabulary: pyramid, variety, moderation, nutrition
Materials
Chocolate Fever by Robert Kimmel Smith
Examples of pyramids
32 cups (Dixie, solo, etc.) per group for pyramid, labeled with names of foods
Unit film in other pertinent L1s additionally, if possible.
Index cards with names of foods (enough for whole class)
Motivation
Begin the lesson by reviewing the story that was read yesterday called, Chocolate Fever by
Robert Kimmel Smith. Ask about times they have eaten too much of something and how it felt.
Have students Think/Pair/Share why it is important to eat many different foods. Talk about the
vocabulary words: Variety and Moderation.
Announce that we will be starting a new segment in our class called Nutrition and Meal
Planning. Read the CO and LO together. Hand out a work sheet that includes a blank Food
Pyramid and the vocabulary words: Nutrition, Pyramid, Moderation and Variety. Discuss
pyramids and the shape that they see on their worksheet. Show additional examples of
pyramids overhead. Discuss the meaning of nutrition and why it is important to our bodies.
Demonstrate filling in the 6 food group names and recommended servings on the pyramid
worksheet and discuss. Ask the students what kind of foods they eat every day and make a list
on the board. Explain that we will look at them after the film to see how they fit into the Food
Pyramid.

Presentation
Present the film about the food pyramid and ask students to put a star by each vocabulary word
each time they hear it in the film. Also have them try and fill in two or three foods shown in the
film that would fit in each group (Students may draw foods if necessary). After the film have
them think/pair/share their answers.

Practice
As a class, discuss how the class food list fits into the pyramid, moving each food into a food
group. Have student discuss with a partner if the food list has variety, moderation and good
nutrition. Discuss opinions with the class.

Application
Students will draw cards from a basket labeled with names of foods. On the word Go the
class will apply them to a food pyramid on the board. Watch students place foods as an
informal assessment. After all foods are on the board discuss placements as a class and make
corrections.
Review
Have students break into small heterogeneous groups. Using their worksheets and what they
learned from the lesson, have them create their own pyramids using cups labeled with different
foods (make sure to include pertinent ethnic foods and not just American foods). Walk
around and check-in and examine creations. Present and discuss HOT questions. Emphasize
vocab words and remember to prompt for deeper explanations during discussion.
HOT Questions: Why did you choose the foods you did for your pyramid? Why it is important
to eat from all the food groups?

Follow-up activity
Additional follow-up activity would be to have pairs of students track the school lunch menu for
a week, sorting it into the food groups and analyzing menu. Have each pair give their opinion on
whether school lunches are healthy and debate answers as a class.

Teachers Notes:
Scaffolding can be provided by forming heterogeneous groups and allowing peer
support and discussion in L1.
Vocabulary words will be visible on the board during the lesson and then on a Word
Wall during the entire unit for reference.
Make sure to include a variety of foods native to ELL students for activities.
ELL students will preview the film the day before the lesson, in L1 if available.
Good multicultural tie-in to lesson would be for entire class to learn 4 or 5 foods in L1
languages of ELL students during the week.






Subject Area 2: Writing

Background: This is the second lesson of the unit on Nutrition and Meal Planning. The
students have previously watched a video on the USDA food pyramid, practiced placing foods
into the six food groups and are familiar with key vocabulary words: nutrition, variety,
moderation, and pyramid. This lesson will use their knowledge on nutrition and the food
pyramid to research recipes and produce a written recipe and shopping list according to USDA
guidelines.
Grade Level: 2-3
Language Level: Speech Emergent
Relevant Standard (from ODE Website) 2.W.7 Participate in shared research and writing
projects (e.g., read a number of books on a single topic to produce a report; record science
observations).

Preparation:
Content Objective:
Search cookbooks and create a balanced recipe for an assigned meal.
Create a shopping list of ingredients for the recipe.
Language Objective:
Write recipe instructions for group cookbook.
Recognize ingredients in recipes as belonging to food groups and explain why.
Define Vocabulary: Recipe, Ingredients, Measurement
Materials:
Variety of cookbooks including ELLs native foods, some in L1 if available
Recipe and Shopping list worksheets
Measuring Utensils: Teaspoon, Tablespoon, Measuring Cup
Measuring Scale
Variety of items weighing a pound (apples, beans, marbles, cotton balls, etc.)


Motivation: Review the previous nutrition lesson by having student think/pair/share with
their neighbor what they ate for dinner the night before and how it fits into the food pyramid.
Ask if they ever do any cooking at home and if so, what do they cook? Define the word: recipe.
Do they use cookbooks, recipe cards, or memorized family recipes? Discuss as a group. Read
the CO and LO together and explain that they will use what they learned yesterday to create
their own healthy meals today.

Presentation: Using a copy of a cookbook page on the projector, discuss the different parts
of a recipe (servings, directions, temps, measurements). Show students how to skim a recipe to
find necessary information like servings or bake time (If Im wondering how many people this
recipe will feed..).
Define the words: ingredients and measurement and how they work together to create a
recipe. Show the students a teaspoon, a tablespoon, and a measuring cup and explain how they
are used and how they pertain to the recipe. Explain that a pound (lb) is a weight
measurement. Use a scale to show students a pound of apples, beans, marbles, cotton balls,
etc. Look through the ingredients on the example recipe, sort the foods into appropriate
pyramid groups and talk about their measurements as a class.

Practice: Break into small heterogeneous groups. Present two new recipes on the projector.
Rotate groups between sorting ingredients into the pyramid and deciding which recipe is
healthier, and taking turns with the scale. At the scale, SW feel and weigh a pound of different
ingredients. Discuss their recipe findings and thoughts on weighing the food as a class.
HOT Question: Why does a pound come in different sizes?

Application: Pair students matching native English speakers with ELL students for scaffolding
and assign each team a meal of the day (Breakfast, Lunch, Dinner or Dessert). Pairs will use
provided cookbooks find a recipe that uses at least 3 of the 6 food groups for their meal. Pairs
will fill out provided recipe worksheets using cookbook recipes as reference. (Students may use
memorized family recipes in addition to ones found in the provided cookbooks.) Move through
groups answering questions and checking in with students. Inquire about recipe choices and
what type of measurements/ measuring utensils would be needed as an informal assessment.
Review: Using their previous partner, students will create a grocery list of ingredients,
including measurements they will need for their recipe. Once the lists are created have
students exchange papers with another group and color-code ingredients according to colors
used on the USDA pyramid. (Post the food pyramid on the board or projector for student
reference.) Return papers and have students check that they have at least 3 of the 6 food
groups in their recipe. Have students turn in recipes and grocery lists as formal assessment.
Discuss overall lesson and additional HOT questions.
Was it hard to find a healthy recipe? Why?
Would your family eat the recipe you created? Why?
What foods could you add to make your recipe to make it a full healthy meal?

Follow-up Activity: Students could write a letter to the principle concerning their findings
during the previous analysis of school lunches, either thanking him for healthy meals or voicing
concerns and suggestions about unhealthy meals.

Teachers Notes:
Use simple ingredient or kid-friendly cookbooks. Include ethnic or L1 cookbooks if
available.
Make sure all groups and pairs are heterogeneous to insure scaffolding for ELL students.
Lesson vocab words will be visible at all times on the board and will be added to the unit
word wall.
Allow peer discussion in L1 when necessary